Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities

Frontiers in Education

Education

Fuhui Tong¹  Rafael Lara-Alecio¹  Roya Pashmforoosh¹  Beverly J. Irby² 

[1] Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, School of Education and Human Development, Texas A&M University, College Station, TX, United States;Education Leadership Research Center, Department of Educational Administration and Human Resource Development, School of Education and Human Development, Texas A&M University, College Station, TX, United States;

关键词: leadership development;    virtual professional development;    school leaders;    virtual professional leadership learning communities;    instructional leadership;    high needs schools;   

DOI  :  10.3389/feduc.2023.1168734

 received in 2023-02-18, accepted in 2023-03-29,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionResearch is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building school leaders’ instructional capacity. We examined school leaders’ perceptions of (a) the effectiveness of the VPLC as a vehicle for improving instructional practices, (b) the essential components of an effective VPLC, and (c) school leaders’ instructional leadership practices through discussions within VPLC.MethodsThe participants of this study were 40 school leaders at the principal and assistant principal levels in elementary schools in the state of Texas. Based on the research purpose and design, multiple types of data were collected to explore participants’ perceptions and experiences of VPLC.ResultsBased on both qualitative and quantitative analyses of the data from questionnaires and interviews, we found that this VPLC allowed participants to share leadership research and resources and provided them with an avenue for collaborating and communicating with other school leaders. The results of the qualitative data revealed two major components that the participants thought a VPLC should provide based on their experiences in the program (a) community building through collaboration and (b) reflective modules and discussion.DiscussionAn SST explanation can potentially reduce some aspects of homophobia among both healthcare professionals and lay people. Also, worryingly, Chinese healthcare professionals, especially medical professionals, reported more homophobia than lay individuals These VPLCs were regarded as grounds for innovation, as participants worked together with other school leaders to find problems and determine creative and workable solutions focused on building instructional capacity in serving high-needs schools. Thus, school leaders can be supported through sustained, effective professional learning in communities of practice, or virtual professional leadership learning communities.

【 授权许可】

Unknown   
Copyright © 2023 Pashmforoosh, Irby, Lara-Alecio and Tong.